Lesson Title: Updating the Science Ring - The Earth model
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
This lesson will be on centered on students updating their new tool (Science Ring - The Earth) which is incorporated into each class. It is comprised of the 6 Components to Scientific Inquiry. The students will be guided through the review, summarization, and documentation of skills, knowledge, and experience of the last two classes whose topic was Density into that Science Inquiry Tool.
Materials
Textbook Prepunched Index cards (5 Colors) Science Ring - The Earth
Overhead document listing 6 Components to Scientific Inquiry and their corresponding definitions. Observation(Noticing anything interesting) Hypothesis Formulating a question, prediction and/or explanation about this observation. Planning Identifying what information/evidence that needs to be collected and where it can be found in order to answer the question, hypothesis, or prediction. DataFollow procedures to collect and record data using correct sources, equipment, and measurements. ThinkingAnalyzing data, to see if it is relevant and correct. SharingLetting other scientists and others know about your discoveries because it may help them.
Objectives:
Students will:
Organize and document qualitative and quantitative information into their Science Tool (Science Ring - The Earth).
Analyze and interpret data.
Construct an evidence based explanation of movement inside the asthenosphere section of the Earth's mantle.
Instruction:
Opening:
Pass out quiz sheets and have 5 density problems written on the board with directions to complete them within 4 minutes.
As you collect quiz:
Say; During the last two days you have uncovered a lot of data, concepts and learned an important technical skill. As scientists you must now take the time to review, discuss, make sense of all that you have done. Most of all, as scientists you need to document this uncovered knowledge and document it well so that you can easily go back to it as a reference to help you in later investigationsor tests. That is why you are creating the Science Ring - The Earth. It is a color coded record of your investigations of the Earth. Let's update our records with what you have learned the last two days.
Engagement:
Start the class by passing out their Science Rings - The Earth.
Review the 6 Components of Scientific Inquiry by having the students access their own Science Rings for reference.
Say: The first skill we learned was how to calculate density. Where and how would place this knowledge in your Science Ring?
Answer Density = Weight (mass) ÷ volume(³) and should be placed on a specially colored data card.
Have the students write that information as well as the definition of density on a card titled DENSITY and incorporate it into their Science Ring.
Say: The second thing we learned is that any item with less density than water will float if placed in water. Write that down on your data card for Density.
The third thing we learned was that if liquids are together the less dense liquid will be lighter and float to the top. Let's document that data onto the Density card.
The fourth thing we learned is that with this knowledge we and other scientists can hypothesize that there are convection currents moving slowly in the asthenosphere. Where should we put that information. Answer - On both an Observation/Hypothesis card and on the asthenosphere data card.
Say : What is the definition of convection current, or the word convection by itself. Let's look in our book for them. As the students are defining convection as a method of heat transfer, ask them what are the other two types of heat transfer that they already know. Ask them where such information should go in their Science Ring.
Have them document the definitions of Convection, convection currents, radiation, conduction, onto data cards and then have the students incorporate all newly created cards into their Science Rings in the correct sections.
Have the students turn to page 27 in their text books and tell them that this time, since it is their first time, the class will do the review together. But make it clear that future section reviews will be completed by the students on their own, unless some of you wish to work together as a team on your own time.
5 review statements:
What are the three types of heat transfer?
Describe how Convection currents form.
In general, what happens to the density of a fluid when it becomes hotter?
What happens to convection currents when a fluid reaches a constant temperature?
Thinking Critically Predicting - What will happen to the flow of hot rock in Earth's mantle if the planet's core cools down? Explain your answer.
Review each statement with the class, arriving at a class consensus of the correct answer. explain to the class that question # 1 is already reflected on their data cards and does not need to be written down again. Have the class write the other statements on specially colored THINKING cards. Explain Why. As the class arrives at a consens answer to each statement or question, have the students copy down the answers on the back of the cards.
Have the students update their Science Rings by inserting these new cards onto their Ring. Closure:
Say: Let's review what we accomplished today. Our Goal was to update our Science Ring - The Earth so that it can better explain the observations we made about the Earth. ASK: Did we update our Science Rings? Yes Does our Science Rings give us reasonable explanations for our observations. eg. Earthquakes, volcanoes, mountains, deep oceanic canyons. Let the students arrive at the conclusion that there is still more investigation to do. Say: Tomorrow we will add to our Science Ring - The Earth. It is all about an hypothesis that a German scientist called Alfred Wegener presented to other scientists in 1910. He said that the continents on the Earth are moving around. What do you think? Do you think North America is moving? If they're moving, do they ever crash into each other?
Assessment: Formative: Review pop quiz to ascertain level of understanding on the concept of density and ability to calculate. Choose students who are have had past difficulties with the concept of density and probe for understanding during the class with specific questions as the students are documenting their Science Rings.
Lesson Title: Updating the Science Ring - The Earth model
State Standards: GLEs/GSEs
National Standards:
Context of Lesson:
This lesson will be on centered on students updating their new tool (Science Ring - The Earth) which is incorporated into each class. It is comprised of the 6 Components to Scientific Inquiry. The students will be guided through the review, summarization, and documentation of skills, knowledge, and experience of the last two classes whose topic was Density into that Science Inquiry Tool.Materials
TextbookPrepunched Index cards (5 Colors)
Science Ring - The Earth
Overhead document listing 6 Components to Scientific Inquiry and their corresponding definitions.
Observation (Noticing anything interesting)
Hypothesis Formulating a question, prediction and/or explanation about this observation.
Planning Identifying what information/evidence that needs to be collected and where it can be found in order to answer the question, hypothesis, or prediction.
Data Follow procedures to collect and record data using correct sources, equipment, and measurements.
Thinking Analyzing data, to see if it is relevant and correct.
Sharing Letting other scientists and others know about your discoveries because it may help them.
Objectives:
Students will:Instruction:
Opening:
Pass out quiz sheets and have 5 density problems written on the board with directions to complete them within 4 minutes.As you collect quiz:
Say; During the last two days you have uncovered a lot of data, concepts and learned an important technical skill. As scientists you must now take the time to review, discuss, make sense of all that you have done. Most of all, as scientists you need to document this uncovered knowledge and document it well so that you can easily go back to it as a reference to help you in later investigationsor tests. That is why you are creating the Science Ring - The Earth. It is a color coded record of your investigations of the Earth. Let's update our records with what you have learned the last two days.
Engagement:
Start the class by passing out their Science Rings - The Earth.Review the 6 Components of Scientific Inquiry by having the students access their own Science Rings for reference.
Say: The first skill we learned was how to calculate density. Where and how would place this knowledge in your Science Ring?
Answer Density = Weight (mass) ÷ volume(³) and should be placed on a specially colored data card.
Have the students write that information as well as the definition of density on a card titled DENSITY and incorporate it into their Science Ring.
Say: The second thing we learned is that any item with less density than water will float if placed in water. Write that down on your data card for Density.
The third thing we learned was that if liquids are together the less dense liquid will be lighter and float to the top. Let's document that data onto the Density card.
The fourth thing we learned is that with this knowledge we and other scientists can hypothesize that there are convection currents moving slowly in the asthenosphere. Where should we put that information. Answer - On both an Observation/Hypothesis card and on the asthenosphere data card.
Say : What is the definition of convection current, or the word convection by itself. Let's look in our book for them. As the students are defining convection as a method of heat transfer, ask them what are the other two types of heat transfer that they already know. Ask them where such information should go in their Science Ring.
Have them document the definitions of Convection, convection currents, radiation, conduction, onto data cards and then have the students incorporate all newly created cards into their Science Rings in the correct sections.
Have the students turn to page 27 in their text books and tell them that this time, since it is their first time, the class will do the review together. But make it clear that future section reviews will be completed by the students on their own, unless some of you wish to work together as a team on your own time.
5 review statements:
- What are the three types of heat transfer?
- Describe how Convection currents form.
- In general, what happens to the density of a fluid when it becomes hotter?
- What happens to convection currents when a fluid reaches a constant temperature?
- Thinking Critically Predicting - What will happen to the flow of hot rock in Earth's mantle if the planet's core cools down? Explain your answer.
Review each statement with the class, arriving at a class consensus of the correct answer. explain to the class that question # 1 is already reflected on their data cards and does not need to be written down again. Have the class write the other statements on specially colored THINKING cards. Explain Why. As the class arrives at a consens answer to each statement or question, have the students copy down the answers on the back of the cards.Have the students update their Science Rings by inserting these new cards onto their Ring.
Closure:
Say: Let's review what we accomplished today. Our Goal was to update our Science Ring - The Earth so that it can better explain the observations we made about the Earth. ASK: Did we update our Science Rings? Yes Does our Science Rings give us reasonable explanations for our observations. eg. Earthquakes, volcanoes, mountains, deep oceanic canyons. Let the students arrive at the conclusion that there is still more investigation to do.
Say: Tomorrow we will add to our Science Ring - The Earth. It is all about an hypothesis that a German scientist called Alfred Wegener presented to other scientists in 1910. He said that the continents on the Earth are moving around. What do you think? Do you think North America is moving? If they're moving, do they ever crash into each other?
Assessment:
Formative: Review pop quiz to ascertain level of understanding on the concept of density and ability to calculate. Choose students who are have had past difficulties with the concept of density and probe for understanding during the class with specific questions as the students are documenting their Science Rings.
Summative: Pop quiz
Reflections
(only done after lesson is enacted)Student Work Sample 1 – Approaching Proficiency:
Student Work Sample 2 – Proficient:
Student Work Sample 3 – Exceeds Proficiency: